Recent advances in medical education have had slow and inconsistent uptake in the field of psychiatry and the behavioral sciences. For example, medical education approaches that are routine in other medical specialties – such as standardized patient simulations, objective standardized clinical evaluations (OSCEs), or entrustable professional activities (EPAs) – are in very early stages of development and implementation in the area of psychiatry.
Moreover, stigma towards psychiatry and people with mental illness is prevalent. Starting in medical school, and despite overwhelming evidence to the contrary, students commonly report that psychiatric treatments are ineffective and of little utility, and view psychiatry as a non-evidence-based and unscientific medical discipline. Such stigmatizing and inaccurate views can persist throughout postgraduate training and well into practice.
There is an urgent need to bring state-of-the-art teaching and education approaches into all domains of psychiatric education: from the undergraduate level of medical school, through graduate training in residency and fellowships, and into community and academic practice. There currently is a very limited number of peer-reviewed scholarly publications for this type of work – Academic Psychiatry the best known among them (2018 impact factor, 1.660). Having a high-visibility and high-impact publication dedicated to medical education in psychiatry is a modifiable factor that could rapidly enhance interest and foster quality submissions in this scholarly domain. To that end, we, in collaboration with Frontiers in Psychiatry (2018 IF 3.532) are putting out a call for submissions of work at the interface of medical education and psychiatry.
We seek to help advance medical education in psychiatry, including, but not limited to: undergraduate education, postgraduate training, continuing medical education, and emerging trends and innovative models linking education, research, and health care services. We are additionally interested in submissions that describe innovative ways to approach some of the known barriers to consider careers in psychiatry and its subspecialties, as well as in long-term outcomes of existing programmatic efforts in education and training.
Potential content areas include, but are not limited to:
• Curriculum development and/or evaluation,
• Teaching methodology,
• Learner assessment,
• Career planning,
• Educator training,
• Continuing professional development.
Special interest will be given to:
• Participatory research,
• Interventions that address stigma or self-stigma related to mental illness,
• Collaborative teaching networks,
• Simulation as applied to psychiatry (including through the use of standardized or simulated patients).
We seek submissions of original, scholarly, empirical, and evidence-based work toward a thematic series exploring the intersection of medical education with the behavioral sciences (including psychiatry). Articles should be of interest and applicability to practicing clinician-educators in psychiatry and its allied professions. We are keen on expanding scholarship in psychiatric medical education and welcome submission on any aspect of psychiatric medical education – including undergraduate, graduate, or applied.
Submissions should be organized using the Frontiers template. The introduction should follow a ‘subject-gap-hook’ approach and provide a conceptual framework that indicates how the published material can be expected to address a gap in knowledge that is important for the field to fill. We welcome and encourage inquiries prior to manuscript submission.
Recent advances in medical education have had slow and inconsistent uptake in the field of psychiatry and the behavioral sciences. For example, medical education approaches that are routine in other medical specialties – such as standardized patient simulations, objective standardized clinical evaluations (OSCEs), or entrustable professional activities (EPAs) – are in very early stages of development and implementation in the area of psychiatry.
Moreover, stigma towards psychiatry and people with mental illness is prevalent. Starting in medical school, and despite overwhelming evidence to the contrary, students commonly report that psychiatric treatments are ineffective and of little utility, and view psychiatry as a non-evidence-based and unscientific medical discipline. Such stigmatizing and inaccurate views can persist throughout postgraduate training and well into practice.
There is an urgent need to bring state-of-the-art teaching and education approaches into all domains of psychiatric education: from the undergraduate level of medical school, through graduate training in residency and fellowships, and into community and academic practice. There currently is a very limited number of peer-reviewed scholarly publications for this type of work – Academic Psychiatry the best known among them (2018 impact factor, 1.660). Having a high-visibility and high-impact publication dedicated to medical education in psychiatry is a modifiable factor that could rapidly enhance interest and foster quality submissions in this scholarly domain. To that end, we, in collaboration with Frontiers in Psychiatry (2018 IF 3.532) are putting out a call for submissions of work at the interface of medical education and psychiatry.
We seek to help advance medical education in psychiatry, including, but not limited to: undergraduate education, postgraduate training, continuing medical education, and emerging trends and innovative models linking education, research, and health care services. We are additionally interested in submissions that describe innovative ways to approach some of the known barriers to consider careers in psychiatry and its subspecialties, as well as in long-term outcomes of existing programmatic efforts in education and training.
Potential content areas include, but are not limited to:
• Curriculum development and/or evaluation,
• Teaching methodology,
• Learner assessment,
• Career planning,
• Educator training,
• Continuing professional development.
Special interest will be given to:
• Participatory research,
• Interventions that address stigma or self-stigma related to mental illness,
• Collaborative teaching networks,
• Simulation as applied to psychiatry (including through the use of standardized or simulated patients).
We seek submissions of original, scholarly, empirical, and evidence-based work toward a thematic series exploring the intersection of medical education with the behavioral sciences (including psychiatry). Articles should be of interest and applicability to practicing clinician-educators in psychiatry and its allied professions. We are keen on expanding scholarship in psychiatric medical education and welcome submission on any aspect of psychiatric medical education – including undergraduate, graduate, or applied.
Submissions should be organized using the Frontiers template. The introduction should follow a ‘subject-gap-hook’ approach and provide a conceptual framework that indicates how the published material can be expected to address a gap in knowledge that is important for the field to fill. We welcome and encourage inquiries prior to manuscript submission.
